Pub Date : 2023-03-11DOI: 10.32996/ijels.2023.5.1.10
Shangyan Li, Zhicheng Ye, Kai He
The current study explores how the two dimensions-task complexity and task difficulty, affect the writing production of Chinese high school students in the EFL classroom and what kind of implication the findings have for writing teaching. The study was done in a high school in Jiangsu province, Mainland China and ten students were selected. The data were generated by collecting writing production, questionnaire and interview. Through quantitative and qualitative analysis, the results revealed that the genre of the writing task affected the writing production, while the effect of task complexity on the writing production was less obvious among the ten participants. The study also demonstrated the mismatch between task complexity and task difficulty in the small sample, suggesting the importance of students’ feelings about the writing task.
{"title":"An Empirical Study on Task Complexity and Task Difficulty in L2 English Writing Production","authors":"Shangyan Li, Zhicheng Ye, Kai He","doi":"10.32996/ijels.2023.5.1.10","DOIUrl":"https://doi.org/10.32996/ijels.2023.5.1.10","url":null,"abstract":"The current study explores how the two dimensions-task complexity and task difficulty, affect the writing production of Chinese high school students in the EFL classroom and what kind of implication the findings have for writing teaching. The study was done in a high school in Jiangsu province, Mainland China and ten students were selected. The data were generated by collecting writing production, questionnaire and interview. Through quantitative and qualitative analysis, the results revealed that the genre of the writing task affected the writing production, while the effect of task complexity on the writing production was less obvious among the ten participants. The study also demonstrated the mismatch between task complexity and task difficulty in the small sample, suggesting the importance of students’ feelings about the writing task.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89949529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-10DOI: 10.32996/elsij.2023.5.1.9
Zahir Aldawoodi, Z. Al-Gheseini
This study aims to trace the syntax of the linguistic sentence in children with Down syndrome by giving them pictures from children's stories and asking each child to describe the pictures after hearing the natural children’s descriptions. This is to trace the syntax used by children with Down syndrome and demonstrate they are to communicate with their peers and the way they construct linguistic sentences as their ability to speak and express is less than their ability to understand what is being said. This study focused on answering the question it posed, which is the extent of the ability of children with Down syndrome in the Sultanate of Oman to express themselves and what structures they adopt in their expressions. This study is based on a clear principle saying that the linguistic sentence is a complete expression indicating a meaning. The study finds that these children, compared to normal children, rely on sentences with transformational structures. This is possibly due to the lack of the expressive vocabulary they need to describe a scene or an image. They use the past tense and imperative, not the present tense.
{"title":"Syntax of the Linguistic Sentence in Children with Down Syndrome in the Sultanate of Oman","authors":"Zahir Aldawoodi, Z. Al-Gheseini","doi":"10.32996/elsij.2023.5.1.9","DOIUrl":"https://doi.org/10.32996/elsij.2023.5.1.9","url":null,"abstract":"This study aims to trace the syntax of the linguistic sentence in children with Down syndrome by giving them pictures from children's stories and asking each child to describe the pictures after hearing the natural children’s descriptions. This is to trace the syntax used by children with Down syndrome and demonstrate they are to communicate with their peers and the way they construct linguistic sentences as their ability to speak and express is less than their ability to understand what is being said. This study focused on answering the question it posed, which is the extent of the ability of children with Down syndrome in the Sultanate of Oman to express themselves and what structures they adopt in their expressions. This study is based on a clear principle saying that the linguistic sentence is a complete expression indicating a meaning. The study finds that these children, compared to normal children, rely on sentences with transformational structures. This is possibly due to the lack of the expressive vocabulary they need to describe a scene or an image. They use the past tense and imperative, not the present tense.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84003162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research aimed to determine teachers' perception toward Project-based Learning and the implementation of Project-based Learning in Writing Activities. Project-Based Learning is an instructional model aiming to focus learners on complex issues that need to be investigated and comprehended the subject matter through investigation. The research method used was the Qualitative Method with descriptive analysis. The data were obtained using two kinds of instruments. An open-ended Questionnaire is used to know teachers' perceptions toward Project-based Learning. In contrast, an observation checklist is used to know the implementation of Project-based Learning applied by the teacher in writing activities. The descriptive analysis found that the teacher's perspective toward Project-based Learning in the teaching and learning process was positive. The teachers most agreed that PjBL assists teachers in maintaining classroom discipline and a pleasant atmosphere, and PjBL can improve students' discipline towards assignment deadlines. Conversely, teachers were skeptical that Project-based Learning could strengthen student-teacher relationships, considering that the teacher's role in Project-based Learning is "only" a facilitator. Other findings revealed that the teachers' implementation of PjBL in writing activities still does not adhere to PjBL syntax, mainly in designing a plan for the project and evaluation stages. Therefore, it suggested that teachers be aware of their role in implementing Project-based Learning to ensure the objectives of the Projcet-based Learning models are adequately met.
{"title":"Exploring Project-based Learning Model Applied in Writing Activities based on the 2013 Curriculum","authors":"Asdian Bardatillah, Syamsiarna Nappu, Radiah Hamid","doi":"10.32996/ijels.2023.5.1.8","DOIUrl":"https://doi.org/10.32996/ijels.2023.5.1.8","url":null,"abstract":"The research aimed to determine teachers' perception toward Project-based Learning and the implementation of Project-based Learning in Writing Activities. Project-Based Learning is an instructional model aiming to focus learners on complex issues that need to be investigated and comprehended the subject matter through investigation. The research method used was the Qualitative Method with descriptive analysis. The data were obtained using two kinds of instruments. An open-ended Questionnaire is used to know teachers' perceptions toward Project-based Learning. In contrast, an observation checklist is used to know the implementation of Project-based Learning applied by the teacher in writing activities. The descriptive analysis found that the teacher's perspective toward Project-based Learning in the teaching and learning process was positive. The teachers most agreed that PjBL assists teachers in maintaining classroom discipline and a pleasant atmosphere, and PjBL can improve students' discipline towards assignment deadlines. Conversely, teachers were skeptical that Project-based Learning could strengthen student-teacher relationships, considering that the teacher's role in Project-based Learning is \"only\" a facilitator. Other findings revealed that the teachers' implementation of PjBL in writing activities still does not adhere to PjBL syntax, mainly in designing a plan for the project and evaluation stages. Therefore, it suggested that teachers be aware of their role in implementing Project-based Learning to ensure the objectives of the Projcet-based Learning models are adequately met.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81304030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-25DOI: 10.32996/ijels.2023.5.1.7
Fadil Elmenfi
Edward Said remained a little-known scholar both in the West and in the Arab World until the publication of his major work, Orientalism, in 1978, in which he argues that Western representations of the East have historically been distorted and oversimplified and that these representations have been used to justify European imperialism and domination. This proved a turning point in his academic career, bringing him recognition in the West and, somewhat later, in the Arab World. The purpose of this study is to synthesize and assess Said's theoretical and discursive views in order to offer a full and representative review and analysis of his work and how translation impact on Arabic reader's perspective. When analyzing Said's work, the study primarily relies on his own Orientalism theorizations.
{"title":"Reorienting Edward Said’s Orientalism: Multiple Perspectives","authors":"Fadil Elmenfi","doi":"10.32996/ijels.2023.5.1.7","DOIUrl":"https://doi.org/10.32996/ijels.2023.5.1.7","url":null,"abstract":"Edward Said remained a little-known scholar both in the West and in the Arab World until the publication of his major work, Orientalism, in 1978, in which he argues that Western representations of the East have historically been distorted and oversimplified and that these representations have been used to justify European imperialism and domination. This proved a turning point in his academic career, bringing him recognition in the West and, somewhat later, in the Arab World. The purpose of this study is to synthesize and assess Said's theoretical and discursive views in order to offer a full and representative review and analysis of his work and how translation impact on Arabic reader's perspective. When analyzing Said's work, the study primarily relies on his own Orientalism theorizations.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"284 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74368547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-15DOI: 10.32996/ijels.2023.5.1.6
Md. Rakib Hossain
Duality means having an opposite or contrasting quality or characteristic. Duality in Hamlet's character means that he possesses a certain quality or characteristic in his action, while in the same action, he conveys a completely opposite quality or characteristic. Shakespeare mysteriously creates his characters in his play: Hamlet, a character in Shakespeare's play Hamlet, conveys contrasting stable dual qualities – good and evil nature – that make him both hero and villain. Throughout the play, his actions portray his courage, sacrifice, nobility, moral integrity, and determination, as well as his pride, vindictiveness, ambition, indifference, and unholiness. The author thoroughly read the play and studied the character intensively. The article focuses on the duality – opposite balanced characteristics – of Hamlet, which makes the audience pliable with his completely contradictory characteristics of him.
{"title":"Duality in Hamlet's Character: Good and Evil Nature","authors":"Md. Rakib Hossain","doi":"10.32996/ijels.2023.5.1.6","DOIUrl":"https://doi.org/10.32996/ijels.2023.5.1.6","url":null,"abstract":"Duality means having an opposite or contrasting quality or characteristic. Duality in Hamlet's character means that he possesses a certain quality or characteristic in his action, while in the same action, he conveys a completely opposite quality or characteristic. Shakespeare mysteriously creates his characters in his play: Hamlet, a character in Shakespeare's play Hamlet, conveys contrasting stable dual qualities – good and evil nature – that make him both hero and villain. Throughout the play, his actions portray his courage, sacrifice, nobility, moral integrity, and determination, as well as his pride, vindictiveness, ambition, indifference, and unholiness. The author thoroughly read the play and studied the character intensively. The article focuses on the duality – opposite balanced characteristics – of Hamlet, which makes the audience pliable with his completely contradictory characteristics of him.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78655321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-12DOI: 10.32996/ijels.2023.5.1.5
Victor Marrahí-Gómez, Jose Belda-Medina
The recent emergence and popularity of digital tools related to Augmented Reality (AR), such as Roar or Aumentaty, has facilitated the integration of this breakthrough technology in Language Learning, particularly in English as a Foreign Language (EFL). Thanks to the recent worldwide availability of new technological devices, such as tablets and smartphones, AR applications can be effectively used today in language learning with different learning purposes, such as grammar or enhancing the student’s listening skills, among others. Thus, the main purpose of this study aims to examine the use of AR in Language Learning thoroughly and evaluate the possibility of including the tool in today’s education by analyzing the possible advantages and limitations that researchers may have found in their studies.
{"title":"The Effect of Using AR Technology on Language Learning","authors":"Victor Marrahí-Gómez, Jose Belda-Medina","doi":"10.32996/ijels.2023.5.1.5","DOIUrl":"https://doi.org/10.32996/ijels.2023.5.1.5","url":null,"abstract":"The recent emergence and popularity of digital tools related to Augmented Reality (AR), such as Roar or Aumentaty, has facilitated the integration of this breakthrough technology in Language Learning, particularly in English as a Foreign Language (EFL). Thanks to the recent worldwide availability of new technological devices, such as tablets and smartphones, AR applications can be effectively used today in language learning with different learning purposes, such as grammar or enhancing the student’s listening skills, among others. Thus, the main purpose of this study aims to examine the use of AR in Language Learning thoroughly and evaluate the possibility of including the tool in today’s education by analyzing the possible advantages and limitations that researchers may have found in their studies.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81122387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-09DOI: 10.32996/ijels.2023.5.1.3
Khalid Benraiss
Arguably, the Moroccan academic writing stratosphere has long been understudied. Such oversight is particularly discerning given how beneficial these studies can be for L2 writers of English. To this end, using Hyland’s (2005) metadiscourse framework, the current research studies interactional metadiscourse practices in a small corpus of 15 applied linguistics research article abstracts. These were collected from two Moroccan-based peer-reviewed journals. A “thick” approach for both frequency and textual analysis was adopted. Such an approach led to having contextually grounded results better matching the corpus nature. We can report that the abstracts exhibited a limited degree of reader interaction, shown by the low percentage of interactional markers and their functional orientation. This was attributed to the nature of the discourse community, disciplinary changes, and rhetorical transfer. We recommend that more effort be taken towards creating better academic courses for students in Morocco and elsewhere. We call for scholars of the field to kindly consider students as a source of input in this type of research.
{"title":"Interactional Metadiscourse in Applied Linguistics Research Article Abstracts of Moroccan L2 Writers of English: A Small Corpus Investigation","authors":"Khalid Benraiss","doi":"10.32996/ijels.2023.5.1.3","DOIUrl":"https://doi.org/10.32996/ijels.2023.5.1.3","url":null,"abstract":"Arguably, the Moroccan academic writing stratosphere has long been understudied. Such oversight is particularly discerning given how beneficial these studies can be for L2 writers of English. To this end, using Hyland’s (2005) metadiscourse framework, the current research studies interactional metadiscourse practices in a small corpus of 15 applied linguistics research article abstracts. These were collected from two Moroccan-based peer-reviewed journals. A “thick” approach for both frequency and textual analysis was adopted. Such an approach led to having contextually grounded results better matching the corpus nature. We can report that the abstracts exhibited a limited degree of reader interaction, shown by the low percentage of interactional markers and their functional orientation. This was attributed to the nature of the discourse community, disciplinary changes, and rhetorical transfer. We recommend that more effort be taken towards creating better academic courses for students in Morocco and elsewhere. We call for scholars of the field to kindly consider students as a source of input in this type of research.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75649355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-09DOI: 10.32996/ijels.2023.5.1.4
Hyasinth Tribujeṅa
Writing a report requires not only writing skills but also the capacity to perceive, analyze, process information, and use language. The study aimed to look into the written feedback on police blotters in the police stations of Dipolog City and Dapitan City, Zamboanga del Norte, Philippines. The descriptive-survey method of research was utilized in the study, wherein it required a thorough, comprehensive, and careful analysis in looking into the written feedbacks on police blotters in the Police Stations of Dapitan and Dipolog Cities. The frequency count, percentage distribution, and t-test were the statistical methods employed for the investigation. The study revealed that the profile of the global errors identified in the police blotter extracts in both Dipolog and Dapitan Cities, in terms of morphological errors ranged from 0.00% to over hundred percent and less error was detected in terms of syntax, particularly on fragments. Run-on phrases and word ordering were where most of the mistakes were identified for both police stations. Additionally, the most frequent local errors involved word choice, word usage accuracy, and the appropriate use of prepositions, while the most frequent mechanical errors involved capitalization. With this, it is concluded that the police officers assigned to the blotter section need to develop their writing skills by focusing on errors which are more dominant and be conscious to even the smallest grammatical details to generate accurate police blotters that serve their intended purpose. This suggests that police officers working in the blotter section should participate in seminars or training to hone their technical writing skills; higher education institutions should also offer extension services to the police stations like tutorials, mentoring, and coaching to help the police officers sharpen their grammar; and apply standard rules in writing, especially the conventions for capitalization to afford mastery of writing skills.
{"title":"Written Feedbacks on Police Blotters","authors":"Hyasinth Tribujeṅa","doi":"10.32996/ijels.2023.5.1.4","DOIUrl":"https://doi.org/10.32996/ijels.2023.5.1.4","url":null,"abstract":"Writing a report requires not only writing skills but also the capacity to perceive, analyze, process information, and use language. The study aimed to look into the written feedback on police blotters in the police stations of Dipolog City and Dapitan City, Zamboanga del Norte, Philippines. The descriptive-survey method of research was utilized in the study, wherein it required a thorough, comprehensive, and careful analysis in looking into the written feedbacks on police blotters in the Police Stations of Dapitan and Dipolog Cities. The frequency count, percentage distribution, and t-test were the statistical methods employed for the investigation. The study revealed that the profile of the global errors identified in the police blotter extracts in both Dipolog and Dapitan Cities, in terms of morphological errors ranged from 0.00% to over hundred percent and less error was detected in terms of syntax, particularly on fragments. Run-on phrases and word ordering were where most of the mistakes were identified for both police stations. Additionally, the most frequent local errors involved word choice, word usage accuracy, and the appropriate use of prepositions, while the most frequent mechanical errors involved capitalization. With this, it is concluded that the police officers assigned to the blotter section need to develop their writing skills by focusing on errors which are more dominant and be conscious to even the smallest grammatical details to generate accurate police blotters that serve their intended purpose. This suggests that police officers working in the blotter section should participate in seminars or training to hone their technical writing skills; higher education institutions should also offer extension services to the police stations like tutorials, mentoring, and coaching to help the police officers sharpen their grammar; and apply standard rules in writing, especially the conventions for capitalization to afford mastery of writing skills.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79017572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-15DOI: 10.32996/ijels.2023.5.1.2
Reima Al-Jarf
A sample of 560 Arab Facebook users consisting of students, faculty, schoolteachers, and other professionals with different proficiency levels in English was selected. The study analyzed how Arabic personal names on Facebook to find out how names with the glottal stop (hamza) [ʔ] and/or voiced pharyngeal fricative [ʕ] in initial, medial and final positions, with different Arabic short and long vowels before and after them are spelled; whether there are variations in their spelling; causes of spelling variations, and the spelling strategies used. Results showed that 63% of the names have an initial hamza; 10% have a medial hamza; 24% have a final hamza. 65% have one variant and 29% have two variants. Names with the highest occurrences are Eman (26); Ibrahim (18); Alaa & Ismail (17) each; and Asma (16). In some names there is a cluster of 2-3 vowels (Waeel, Ismaiel, Ismaeel, Ismaeil, Doaa Duaa). The voiced pharyngeal fricative [ʕ] in all names was substituted by a vowel as this phoneme/grapheme does not exist in English. Thus both [ʔ] and [ʕ] are represented by vowels and pronounced the same in English. 64.5% have an initial [ʕ], 30% have a medial [ʕ] and 5% have a final [ʕ]. 85% of the names with [ʕ] have one variant and 13.5% have two variants. اسماعيل has the highest number of variants (Esmail/Ismail, Ismael, Esmaiel/Ismaeil, Ismaeel) because [ʕ] ع is preceded and followed by long vowels. Some names with final [ʔ] and [ʕ] and followed by a long vowel were spelled with a single -a or double -aa. In Asma, Wafa, Haifa and Sana, [ʕ] was deleted because the spelling matches how the name is pronounced in the local dialect. In Abduh, Amro Enayah Waed, transferred the Arabic spelling system was transferred to English. [ʕ] was deleted is some names (Menem, Yakoub, Gomma) and the vowel was retained to facilitate pronunciation. An apostrophe was added in Ro’aa, Asma’a to split the vowel cluster. The study gives recommendations to help EFL students spell names with phonemes/graphemes that do not exist in English accurately and to help English speakers pronounce the English version correctly.
{"title":"English Spelling of the Glottal Stop and Voiced Pharyngeal Fricative in Arabic Personal Names by Educated Arabs on Facebook","authors":"Reima Al-Jarf","doi":"10.32996/ijels.2023.5.1.2","DOIUrl":"https://doi.org/10.32996/ijels.2023.5.1.2","url":null,"abstract":"A sample of 560 Arab Facebook users consisting of students, faculty, schoolteachers, and other professionals with different proficiency levels in English was selected. The study analyzed how Arabic personal names on Facebook to find out how names with the glottal stop (hamza) [ʔ] and/or voiced pharyngeal fricative [ʕ] in initial, medial and final positions, with different Arabic short and long vowels before and after them are spelled; whether there are variations in their spelling; causes of spelling variations, and the spelling strategies used. Results showed that 63% of the names have an initial hamza; 10% have a medial hamza; 24% have a final hamza. 65% have one variant and 29% have two variants. Names with the highest occurrences are Eman (26); Ibrahim (18); Alaa & Ismail (17) each; and Asma (16). In some names there is a cluster of 2-3 vowels (Waeel, Ismaiel, Ismaeel, Ismaeil, Doaa Duaa). The voiced pharyngeal fricative [ʕ] in all names was substituted by a vowel as this phoneme/grapheme does not exist in English. Thus both [ʔ] and [ʕ] are represented by vowels and pronounced the same in English. 64.5% have an initial [ʕ], 30% have a medial [ʕ] and 5% have a final [ʕ]. 85% of the names with [ʕ] have one variant and 13.5% have two variants. اسماعيل has the highest number of variants (Esmail/Ismail, Ismael, Esmaiel/Ismaeil, Ismaeel) because [ʕ] ع is preceded and followed by long vowels. Some names with final [ʔ] and [ʕ] and followed by a long vowel were spelled with a single -a or double -aa. In Asma, Wafa, Haifa and Sana, [ʕ] was deleted because the spelling matches how the name is pronounced in the local dialect. In Abduh, Amro Enayah Waed, transferred the Arabic spelling system was transferred to English. [ʕ] was deleted is some names (Menem, Yakoub, Gomma) and the vowel was retained to facilitate pronunciation. An apostrophe was added in Ro’aa, Asma’a to split the vowel cluster. The study gives recommendations to help EFL students spell names with phonemes/graphemes that do not exist in English accurately and to help English speakers pronounce the English version correctly.","PeriodicalId":53294,"journal":{"name":"International Journal of English Language and Translation Studies","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89945263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.32996/ijels.2023.5.1.1
Merzouk Farahi, Redouan Saidi
Due to the outbreak and alarming spread of the Covid-19 pandemic, there has been a recognized need for alternative ICT-based methods like online and blended methods of teaching school topics, English as a Foreign Language (EFL) in particular. It seems that this sudden transition to emergency remote teaching has presented a number of challenges and constraints for EFL practitioners, as well as opportunities throughout all the cycles of the Moroccan education system. In Morocco, EFL learning specifically has become of vital importance. Research on the status of English proficiency and input from an online or distance learning perspective, nonetheless, is scarce and focuses mainly on face-to-face learning and hardly on the impact of online and blended learning on language proficiency in EFL. However, the effectiveness of learning EFL in the Moroccan context - such as English as a foreign language fully online in the Moroccan education system has yet to be uncovered. The principal objective of this paper was to investigate whether learning EFL fully online can be as effective as learning it fully face-to-face. A quantitative methodological approach was adopted. Independent sample t-tests were carried out to compare online and face-to-face learners’ performance in Moroccan secondary schools in a Baccalaureate-level EFL course in the Regional Academies of Casablanca-Settat and Beni-Mellal-Khenifra, Morocco. The key variables ‘age’, ‘gender’, ‘learning outcomes’, ‘the residential environment’, ‘access to Internet’, ‘Net connection availability’ & ‘digital device used’ are controlled. The main findings, wherein the t-value of the seven subtests represented a mean difference of 31,380 in the fully face-to-face group and -17,582 in the fully online group, indicated that online EFL learning in Baccalaureate education cannot be at least as effective as face-to-face EFL learning. This study should, therefore, be of value to language course providers wishing to implement flexible EFL learning and to, broadly speaking, course designers and practitioners and computer-assisted language learning researchers.
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